Connecting Theory to Practice – Using technology to support situated learning in vocational education
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Seow, B.L. & Tang, B.C. (2005). Connecting Theory to Practice – Using technology to support situated learning in vocational education. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 1518-1524). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21412.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2005
E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
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Table of Contents
As an institution whose primary function is to meet the skilled manpower needs of the economy, it is therefore essential that our students not only acquire the relevant knowledge and skills when performing in the real work context, but also be able to solve problem with this knowledge and skills. This paper discusses a new instructional strategy we employed -- Situated learning applied in the context of technology-supported independent learning. It is used to bridge the gap between learning of content through formal instruction and real-life application of knowledge and skills in the work environment. To help our instructional designers design and select appropriate technology to create a situated learning environment suitable for independent learning, we have determine the relevant elements of such an environment and come up with a set of guiding questions to help instructional designers design such an environment. To illustrate the application, this paper also describes the situated learning environment designed for a module in the Electrical Technology course.
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- Perspectives on Blended Learning in Higher Education
- How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- An Investigation of Behaviorist and Cognitive Approaches to Instructional Multimedia Design
- Usage Analysis in Learning Systems
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Design Research vs. Instructional Systems Design: Implications for Educational Technologists
- Finding a Balance in Dimensions of Blended Learning
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